05632nam 2200673 450 991046017310332120170821203451.090-272-6934-3(CKB)3710000000262182(EBL)1820690(SSID)ssj0001349874(PQKBManifestationID)12537861(PQKBTitleCode)TC0001349874(PQKBWorkID)11289335(PQKB)10043106(MiAaPQ)EBC1820690(EXLCZ)99371000000026218220141031h20142014 uy 0engur|n|---|||||txtccrEducating in dialog constructing meaning and building knowledge with dialogic technology /edited by Sebastian Feller, Ilker YenginAmsterdam, The Netherlands ;Philadelphia, Pennsylvania :John Benjamins B.V.,2014.©20141 online resource (268 p.)Dialogue Studies,1875-1792 ;Volume 24Description based upon print version of record.1-322-31724-0 90-272-1041-1 Includes bibliographical references and index.Educating in Dialog; Editorial page; Title page; LCC data; Dedication page; Table of contents; Preface; References; About the authors; Part I. A constructivist approach to dialogic teaching and learning: Knowledge as social construction; Education and our conversations about, with and through technology; 1. Introduction; 2. Conversation about technology: Technology changes how we think; 2.1 Knowledge and Ways of Thinking - what is valued and what is lost/devalued; 2.2 Technology and control of the environment; 2.3 Technology as enculturation and globalization2.4 How technology interferes with democracy2.5 Technology and equity; 3. Conversation with technology: Trying to negotiate with and control the technology; 3.1 Design drives the logic and bias of technology; 3.2 Technology steers the conversation to facts; 3.3 Relationships are mediated by technology; 3.4 Actions for educators; 4. Conversation through technology: How we dialogue with each other using technology; 4.1 Distance; 4.2 Time; 4.3 Audience; 4.4 Implications for educators; 5. Conclusion; References; Author's address; Understanding and explaining; Introduction; UnderstandingExplainingConsequences; Conclusion; References; Author's address; The why dimension, dialogic inquiry, and technology supported learning; Introduction; Inquiry and learning; Dialogue, learning and technology; Dialogic inquiry; Philosophical considerations; Epistemology, ontology and paradigm; Changing paradigms; Becoming to know; Questions and Inquiry; Sense-making; Knowledge modeling; Conclusion; References; Author's address; Part II. Learner-centered pedagogy: Building knowledge and constructing mea; Dialogue-oriented analysis of constructivist teaching and learning within a UK company1. Introduction2. Context; 2.1 Background; 2.2 A model for a constructivist learning dialogue; 2.3 Case study: MCQs for trade test knowledge check on high voltage cable jointing skills; 3. Investigations of Manual MCQ-Creation using the constructivist learning dialogue model; 4. Products from constructivist learning dialogue; 4.1 The CAREGen methodology for MCQ-Creation; 4.2.1 Step 1 - Define Objective of the MCQ routine in a CSLO; 4.2.2 Step 2 - Identify the most appropriate source documents; 4.2 Applying CAREGen to create MCQs in the HV Cable Jointing domain4.2.3 Step 3 - Explicate (and if necessary Add) Coherence Relations for sentences that meet the selection criteria and then re-workthem into CRST-compliant CSLOs4.2.4 Step 4 - Extract candidate antonym pairs for each of the identified sentences; 4.2.5 Step 5 - Apply construal operations in the context of identified antonym pairs; 4.2.6 Step 6 - Generate AC item sets by inserting generated components into a MAC template; 5. Recommendations; 6. Conclusions; References; Author's address; Appendix; ProgrammeExploring the opportunities of social media to build knowledge in learner-centered Indigenous learning spacesIn this paper, I develop a view of teaching and learning as explorative actiongames (TaLEAG). The concept of the action game is borrowed from Weigand's(2010) Theory of Dialogic Action Games or Mixed Game Model (MGM). TheMGM rests on two basic assumptions: communication is dialogic and languageis action. These two assumptions are adapted to teaching and learning in generaland to what I call explorative action games in particular. The ensuing discussionrevolves around the question of how educational technology should be designedin order to facilitate learning in the context of explorative actionDialogue studies ;Volume 24.Dialogue analysisData processingDialogue analysisTechnical innovationsCommunication in educationTechnological innovationsDistance educationElectronic books.Dialogue analysisData processing.Dialogue analysisTechnical innovations.Communication in educationTechnological innovations.Distance education.371.35/8Feller SebastianYengin IlkerMiAaPQMiAaPQMiAaPQBOOK9910460173103321Educating in dialog2073311UNINA02538nam 2200385 450 991029313240332120221203190123.0(CKB)4560000000000316(NjHacI)994560000000000316(EXLCZ)99456000000000031620221203d2018 uy 0gerur|||||||||||txtrdacontentcrdamediacrrdacarrierGestalten des Archivs Nachgelassene Schriften zur Archivwissenschaft /Adolf Brenneke ; herausgegeben und mit einem Nachwort versehen von Dietmar SchenkHamburg :Hamburg University Press,[2018]©20181 online resource (276 pages)Veröffentlichungen des Landesarchivs Schleswig-Holstein ;Band 1133-943423-50-6 Adolf Brenneke (1875-1946), archivist and Northern German regional historian, is above all a classic of archival science. After decades of archival practice, he began teaching at the Prussian School of Archives in Berlin-Dahlem in 1931. In connection with his lecture, he dealt historically-typologically with "Gestalten des Archivs" ("Shapes of the Archive") and, based on the principle of provenance, designed an archive doctrine of order. In doing so, he drew on the intellectual motifs of historicism. Thus he dealt with the history of Johann Gustav Droysen, Friedrich Meinecke's conception of history and the psychology of the humanities of the Dilthey student Eduard Spranger. Due to the circumstances of the "Third Reich", Brenneke was unable to complete his archival studies until his death a few months after the end of the war. His pupil Wolfgang Leesch, however, published Brenneke's "Archival Studies" in 1953 in edited form. With this edition, the original manuscripts are now also made accessible. The focus is on the "archive articles" found in the estate for a non-fiction dictionary of German history that did not come into being. The archive scientist and theorist Dietmar Schenk also illuminates the contexts of the history of ideas and science in a detailed epilogue.Veröffentlichungen des Schleswig-Holsteinischen Landesarchivs ;Band 113.ArchivesGermanyArchives020Brenneke Adolf207111Schenk DietmarNjHacINjHaclBOOK9910293132403321Gestalten des Archivs2987013UNINA